Design and Technology

Why is Design Technology important?

Everything we use has been designed by someone to solve a problem. Design Technology develops students' problem solving skills in a creative way. They learn how to take risks and become resourceful, innovative, enterprising and capable citizens. The design technology classroom is a place where students can draw on disciplines such as mathematics, science, engineering, computing and art and see how these subjects are linked.

What is the aim of DT curriculum at Oaklands?

The Design and Technology curriculum at Oaklands aims to develop students' practical and problem solving skills. It aims to develop students' understanding of the design process from the initial problem which needs to be solved through creative and inventive solutions to a final end product which is practical, aesthetically pleasing and environmentally sustainable. Students will consider the work of a range of prominent designers in different fields to enable them to make informed and inventive decisions about the products they choose to make.

How is the curriculum in DT structured?

In year 7 and 8 students will be introduced to a range of key processes and new technologies in design using a range of materials, including timbers, textiles, polymers and electronics. Our curriculum across KS3 has been designed to ensure our students have the opportunity to develop a wide range of skills and be equipped with the fundamental basic contextual knowledge to positively meet the challenges and demands of the Eduqas GCSE (9-1) Design Technology at KS4.

Topics covered in Year 7:

Mainly Designing: Responding to user needs, cultural research, past and present designers and companies, sketching, 2D and basic 3D CAD, effective annotation, 2d Design CAD

Mainly Making: Safety, joining techniques, material modification, simple manufacturing processes, CAD and CAM.

Technology in Society: Impact of materials on safety, health, and sustainability. Introduction to fibres, fabric construction, smart materials, introduction to Natural and Manufactured Timbers and new and emerging technologies.

Topics covered in Year 8:

Mainly Designing: Broader specifications (cost, environment), 3D CAD, design presentation, iterative problem-solving, 2d Design CAD

Mainly Making: Advanced joining methods, improved aesthetics, refining functional products, CAD and CAM and building a fully functional electronic circuit.

Technology in Society: Sustainable textiles, environmental/social impacts, life cycle analysis, throwaway culture, introduction to Polymers and Electronic systems.

Topics covered in Year 9:

Mainly Designing: Advanced 3D CAD, technical drawings, exploded views, professional-level presentations.

Mainly Making: Risk assessment, use of varied materials, precision manufacturing, advanced finishing across materials.

Design and Make: Full project cycle including design specification, planning, production, and user testing.

Technology in Society: Environmental impact, evaluating emerging tech, and industry analysis.

Topics covered in Year 10:

Mainly Designing

Conceptual, aesthetic, technical, constructional, and marketing aspects of design

Writing design briefs and specifications

CAD modelling, sketching, annotation, iterative design development

Mainly Making

Practical application of materials knowledge

Specialist techniques using tools, machinery, and digital design

Surface finishing, tolerances, material preparation and waste reduction

Design and Make

Applying design strategies and user-centred design

Producing high-quality prototypes

Planning production and working within constraints (e.g. cost, material choice, ethics)

Technology in Society

Impact of emerging technologies

Social, environmental and economic influences on design

Sustainable practice and material lifecycle (cradle-to-grave)

Topics covered in Year 11:

Specification Content

Core Knowledge

Client/user needs, design briefs, and specification writing (12.2–12.10)

Materials and processes across all categories (1.5–1.12)

Contextual influences and critical evaluation

Specialist Textiles Knowledge (11.1–11.7)

Fibre types, fabric constructions, material properties

Sustainable sourcing and manufacturing impacts

Specialist tools, techniques, and surface finishes

Reinforcing/stiffening techniques and forces on materials

Assessment

Component 1: Exam - 100 marks 50% of overall grade

Covers Core and Specialism knowledge

Component 2: NEA - 100 marks 50% of overall grade

Independent design and make task

KS4 Qualification title:

GCSE Eduqas Design and Technology

Additional learning resources:

hhttps://resources.eduqas.co.uk/Pages/ResourceByArgs.aspx?subId=8&lvlId=2
www.technologystudent.com/
www.design-technology.info/home.htm
www.dtonline.org
https://www.bbc.co.uk/bitesize/examspecs/zby2bdm
https://www.vam.ac.uk/

Curriculum Maps

Assessment Framework KS3

Design and Technology Assessment Framework KS3

Department Homework Policies

Design and Technology Departmental Homework Policy

Practical tips / activities for parents to support learning at home

In addition to discussing learning with your child and monitoring their homework, ensuring your child watches programmes linked to design and technology such as Grand Designs, The Great Interior Design Challenge, The Genius of Design or keeping abreast with the latest technology and trends by reading magazines such as Stuff or T3 will provide them with the broader knowledge they need to access the curriculum. Taking your child to interesting exhibitions and museums on art and design and design technology will inspire them and their own creativity. We recommend Free-Range Exhibition, New Designers, V&A, The London Design Fair, Design Museum and Tate Modern.